Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders
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| Title: | Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders |
|---|---|
| Language: | English |
| Authors: | Ahmed Al Naji (ORCID |
| Source: | Journal of International Special Needs Education. 2025 28(1):36-46. |
| Availability: | Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Foreign Countries, Autism Spectrum Disorders, Students with Disabilities, Reading Skills, Reading Fluency, Feedback (Response), Reading Strategies, Instructional Effectiveness, Evidence Based Practice, Oral Reading, Males, Grade 5 |
| Geographic Terms: | Saudi Arabia |
| DOI: | 10.9782/JISNE-D-24-00002 |
| ISSN: | 2159-4341 2331-4001 |
| Abstract: | The prevalence of students with autism spectrum disorders (ASD) is increasing in the Kingdom of Saudi Arabia (KSA) and around the world. In school, students with ASD face academic challenges, specifically in reading. Targeted evidence-based practices (EBPs) are needed to support reading development for students with ASD. To date, limited research has examined the efficacy of EBPs on improving reading skills of learners with ASD, specifically in the area of oral reading fluency (ORF). This study examined the effectiveness of Repeated Reading (RR) coupled with a performance-feedback component for three students with ASD in Saudi Arabia using a single-subject, multiple-baseline across participants design. The results of this study demonstrated improved increased correct words per minute (CWPM) and decreased errors per minute for all students. Limitations and directions for future research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467716 |
| Database: | ERIC |
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